Teaching high-expectation strategies to teachers through an intervention process. Issue 2 (14th March 2016)

• Record Type: Journal Article
• Authors: McDonald, Lyn; Flint, Annaline; Rubie-Davies, Christine M.; Peterson, Elizabeth R.; Watson, Penny; Garrett, Lynda
• Is Part Of: Professional development in education. Volume 42:Issue 2(2016)
• Page Start: 290
• Page End: 307
• Publication Date: 2016-03-14
• Subjects: teacher expectations -- goal-setting -- class climate -- flexible grouping -- professional development; Teachers -- In-service training -- Periodicals; 370.7155
• DOI: 10.1080/19415257.2014.980009
• Languages: English
• ISSNs: 1941-5257

Abstract

Abstract : This study describes the outcomes of an intervention focused on the strategies and practices of high-expectation teachers. Specifically, the intervention involved 84 teachers who were randomly assigned to control and intervention groups. The research methodology was primarily qualitative, grounded in the interpretive tradition. Data collected from workshop evaluations, cluster meeting reports and pen-and-paper evaluations were analyzed using a thematic approach. Findings revealed that teachers involved in the intervention refined and changed their practices by creating flexible grouping, enhancing the class climate and supporting students' goal-setting. The teachers reported benefits as well as challenges and barriers to intervention implementation.